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By Alice M. Hammel and Ryan M. Hourigan

While standing at the local superstore watching my children choose their colorful binders and pencils for the upcoming school year, I saw another family at the end of the aisle. Their two sons had great difficulty accessing the space because of the crowd and they were clearly over-stimulated by the sights and sounds of this tax-free weekend shopping day. One boy began crying and the other soon curled into a ball next to the packets of college-lined paper. My daughter, empathic to a fault, leaned down and offered her Blues Clues notebook in an effort to make the boy happier. When we finally walked away, I saw the same pain and embarrassment in the eyes of the parents that I have often seen at parent-teacher conferences and IEP meetings.

For many families, the start of a new school year is exciting and refreshing. The opportunity to see old friends, meet new ones, and the ease of settling into a fall routine can be comforting. For families of students with special needs, however, the start of a school year can be anxious, frustrating, and filled with reminders of the deficits (social and academic) of their children. This dichotomy is clear and present as some children bound off the school bus with their shiny new backpacks hanging from their shoulders, while others are assisted off different buses as their eyes and bodies prepare for what sometimes feels like an assault on their very personhood.

These differences are apparent to parents as well as teachers and administrators at schools. Professionals often ask: “What can we do to be the best teachers for these students?”

Consider what school can mean for students who are different and how to create ways to welcome everyone, according to their needs. Before the school year begins, these longstanding suggestions still resonate as best practices for parents and students:

(1) Contact the student before the school year begins to be sure the student and family are aware that you are genuinely looking forward to working with them and have exciting plans for the school year! Everyone learns differently and wants to be honored for their ability to contribute. In the Eye Illusion not everyone is able to see the changes in the dots as they move around the circle. What you see isn’t better or worse — just different. When we think of students and children in the same way, by removing the stigma of labels and considering the needs of all, we become more of a community and less of a hierarchy.

(2) Be aware of all students in the classes you teach. Know their areas of strength and challenge, and be prepared to adapt teaching strategies to include them. We cannot expect students and children all to be the same. Use a fable to illustrate that everyone has strengths and can become an integral part of the learning experience.

(3) Review teaching practices: modalities, colors, sizes, and pacing. All students enjoy learning through various modalities (visual, aural, kinesthetic), love colors in their classroom, appreciate sizing differences to assist with visual concepts, and can benefit from pacing that is more applicable to them. Find ways to include these practices in an overall approach. Universal design (applied to the classroom) means that all students receive adaptations to enhance their learning experience, and no one is singled out as being different because of the adaptations applied.

(4) Create partnerships with all professionals who work with special needs students. A team approach is a powerful way to include everyone effectively. When we work as a team, everyone benefits and the workload is shared by all. This community of professionals creates a culture of shared responsibility and joy.

(5) Provide a clear line of communication with parents of students with disabilities. Often children cannot come home and tell their parents about events, assignments, announcements, and other important parts of their school day. Parents may not be able to gauge whether their child had a good day or if there are concerns. A journal between teacher and parent(s) can be a comforting and useful tool. This communication may also be done electronically through a secure Google or Yahoo group. Reading Rockets provides other useful tips in this area.

(6) Leave labels out of the conversation when communicating with parents. Parents can be sensitive to their child being known only by their diagnosis. In addition, some parents may be still processing the life change that comes with raising a child with special needs. When entering into a conversation with a parent, focus on your classroom and the needs of the student. If there is a concern, try to put the concern in the most positive light as possible. The Parent-Provider network at Purdue University offers some great tips as well for communicating with parents.

(7) Let parents know of student accomplishments even if they are small. Students with special needs often encounter failure. Parents attend countless meetings that remind them of all the challenges their children face. A note home when something goes well can make all the difference.

(8) Allow the parent and the child to visit prior to the start of school if the child is new. Students who are enrolling in a new program or a new school may have difficulty with this transition. Often this transition can cause anxiety that will hinder a child from seeing school as a comfortable, safe place. Walk them through the routines: where they sit, where materials are, etc. Social stories (short stories written in third person to illustrate an everyday situation) can also be useful in this circumstance. When read prior to beginning school, these stories help them move through their transition.

A culture of acceptance and compassion must permeate our educational institutions. By categorizing, labeling, and noting differences, we are often putting children in boxes that can then, unfortunately, define them for the rest of their lives. Every child wants to be part of the school experience and seeks to participate to the best of his ability. When the class and school culture are created to honor the personhood of every child, and each child is considered valuable to the success of every school experience, all children begin to enjoy the same childhood experiences.

Alice M. Hammel and Ryan M. Hourigan are the authors of Teaching Music to Students with Special Needs: A Label-Free Approach. Alice Hammel teaches for James Madison and Virginia Commonwealth Universities, and has years of experience teaching instrumental and choral music. Ryan Hourigan is Assistant Professor of Music Education at Ball State University and a recipient of the Outstanding University Music Educator Award from the Indiana Music Educators Association. The companion website to Teaching Music to Students with Special Needs provides more resources.

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Image credit: Having fun in a music class. Photo by SolStock, iStockphoto.

 4 stars Carol, the author, met this kitty while working at a medical clinic in Honduras.  Their meeting inspired this story about a cat who needs a home and a little girl who wishes for a friend, in a special place where people work together to help others. Carol, la autora, se reunion con este [...]

2. Right Intention
While right view refers to the cognitive aspect of wisdom, right intention refers to the volitional aspect, i.e. the kind of mental energy that controls our actions. Right intention can be described best as commitment to ethical and mental self-improvement. Buddha distinguishes three types of right intentions: 1. the intention of renunciation, which means resistance to the pull of desire, 2. the intention of good will, meaning resistance to feelings of anger and aversion, and 3. the intention of harmlessness, meaning not to think or act cruelly, violently, or aggressively, and to develop compassion.
Last Monday, I wrote about Right View, about keeping in mind how everything is a sentient being, and operating from that point of view, so that I can have compassion for all beings. Remembering that we all suffer, that we all want love and happiness. So this week, I am working on Right Intention. Making sure I keep my commitment to ethical and mental self-improvement. Let's look at Buddha's three types of right intentions: 1. renunciation. Well, I gave up sugar 7 months ago, and yesterday I allowed myself to fall off that wagon. Why? It was Harvest Potluck. I made a special cake that took me 4 1/2 hours to build from scratch. I ate two small slices, plus I had another garden club member's special dessert. Then I got a migraine which still has not abated, in spite of two doses of meds. Was it the sugar? hm. Maybe it was not keeping my commitment. 2. Resisting feelings of anger. As I was driving yesterday with a migraine, I said (aloud) in the car "I should not be allowed to drive with a migraine," because I was calling people idiots and stupid drivers. They couldn't hear me, but that is no excuse. I was not resisting my feelings of anger. Oh, and it didn't help my headache in the least. 3. The intention to harmlessness...to develop compassion.
I'm always working on developing more compassion. I actually did do a better job of that yesterday, even after I got the migraine.
I hereby declare myself RE-COMMITTED to my intention of renunciation of sugar, in spite of the upcoming holidays. And I will resist road rage. I will have compassion for my fellow drivers. They are not idiots, they are drivers, like me. They may be having a bad day, or a migraine. They all want love and happiness, just like I do. I will keep that in mind.

"That's what it takes to be a hero, a little gem of innocence inside you that makes you want to believe that there still exists a right and wrong. That decency will somehow triumph in the end."  -Lisa Hand Those who know me well know since my son was a baby I have kept journals [...]

If you have been under a rock the last few months, let me help you escape. The Help is an entertaining, eye-opening, jaw-dropping novel about the lives of one young woman who is white, 23 years old, and in a southern protocol prison, and how two maids, "the help," helped her escape.

The Help is about two extraordinary black maids, trying to make a living and trying to survive working for pennies for an array of fussy, social-climbing, vindictive white women. Before they know it they are authors and creating quite a stir in the town of Jackson, Mississippi. Didn't live during 1962? Not a problem. You will get this book.

ENDERS' Rating: *****

Kathryn's Website

McCutcheon, John Christmas in the Trenches. Illus. by Henri Sorensen. Peachtree, 2006.

If you’ve ever heard the song “Christmas in the Trenches” by folksinger John McCutcheon, you will remember it. It’s became part of my Christmas tradition after hearing it on a local college radio station in ’84. McCutcheon has adapted his touching song about the Christmas Truce of 1914 for this picture book and CD for older children. The story’s narrator is an elderly man named Francis, who tells his grandchildren of the unique Christmas he experienced as a young soldier in WWI.  The soldiers in the trenches were bored and homesick on Christmas Eve. Suddenly, they heard German voices singing Christmas carols. The English soldiers decided to join in on “Silent Night,” an act that inspired a German soldier to cross No Man’s Land with a white flag and a Christmas tree. The two sides called a temporary, informal truce. Sorensen’s atmospheric oil paintings highlight the unexpected night of peace with a double-page spread showing the soldiers and the battlefield. Included are an author’s note, music notation, and a CD with the title song and “Silent Night/Stille Nacht,” along with a reading of the story. This sensitive picture book won a 2007 Notable Social Studies Trade Books for Young People. For older children who want to learn more about the event, show them Jim Murphy’s Truce: The Day the Soldiers Stopped Fighting (Scholastic, 2009). Murphy gives an accessible overview of WWI and focuses on how peace was briefly restored when troops defied orders and met their enemies in the barren land between the trenches. There the soldiers ignored their differences and sang carols, exchanged small gifts, and regained a sense of humanity.  Archival photographs, maps, and artwork help children understand the events.

More Beauties of the Season … and Share Your Favorites by Leaving a Comment!

Climo, Shirley. Cobweb Christmas: The Tradition of Tinsel. Illus. by Jane Manning. HarperCollins, 2001. Ages 6-9. Charming story of a kind old lady who gets to experience a little Christmas magic, thanks to some spiders. Manning’s bright illustrations provide interesting perspectives and a warm spirit.

Cunningham, Julia. The Stable Rat and Other Christmas Poems. Illus. by Anita Lobel. Greenwillow, 2001. Cunningham’s original poems explore the Nativity from the perspective of the animals that gathered there. Lobel’s lovely paintings capture the mystery of the season.

Daly, Niki. What’s Cooking, Jamala? Farrar, 2001. You can’t eat friends! That’s why Jamala decides to save

Holly Black stopped by to add her input on our discussion of Compassion and White Cat, so we thought we'd highlight that for anyone who missed it! Holly says:

"It is so interesting to hear people talk about my characters like they're people you know -- it's one of the things that I think writers like best, because most of the time we're alone with these characters for long stretches of time. They become real to us and we have strong feelings about them - but we're the only people who do - so when we meet readers who want to talk about them, it makes us feel less crazy.

"The thing I have been continuously surprised by is the compassion that readers have for Barron. He's a troubled and troubling guy, but many feel sorry for him in a way that I don't!"

This week's focus is on Holly Black's White Cat and it's an excellent representation of this month's theme: Compassion. Cassel is a character with great compassion in the midst of a cold, calculating, con-artist family.

For discussion: If you've read White Cat, how do you think Cassel developed his own deep compassion in this harsh setting?

And, in general, what books have you read where a character has great compassion, and how did it shape the story?

Hey readergirlz! We asked you to suggest songs suitable for this month's theme, Compassion, and here's what you came up with: